Contribuições do estágio supervisionado para a constituição da subjetividade docente na formação inicial de professores de Química

• Ano de defesa: 2020
• Autor(a) principal: Andrade, Érina Ribeiro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cidade de São Paulo; Brasil; Pós-Graduação; Programa de Pós-Graduação Mestrado em Formação de Gestores Educacionais; UNICID
• Palavras-chave em Português: Formação inicial de professores; Estágio curricular supervisionado; Subjetividade docente; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/2196

This study sought to answer the following problem: how does the internship contribute to the constitution of the subjectivity of future teachers, currently students of a degree course in Chemistry? This questioning was aligned with the general objective of the research, which was to understand the process of constituting the subjectivity of teaching interns of a degree course in Chemistry of a federal institution in São Paulo and the following specific objectives: To discuss the complexity of being a Chemistry teacher in the educational context of the year 2019, taking into account several factors that influence the constitution of the teaching subjectivity from the perspective of the trainees; to identify the existing relations between trainees, field school and training institution during the activities of the supervised internship and to analyze the teaching knowledge that the trainees have appropriated for the development of the activities of the supervised internship. Thus, the research sought to understand how subjectivities are constituted, analyzing various phenomena that contribute to this constitution. Data collection steps included: semi-structured interviews, focus group, observations from internship meetings and document analysis. In the first semester of 2019, two semi-structured interviews were conducted with two internship teachers (one from the Chemistry area and one from the Education area) and a focus group session with five interns from the Undergraduate Chemistry course. The analyses followed the guidelines of Gatti (2005), were based on the precepts of the content analysis of Franco (2005) and Bardin, (1977) and were based on the discussion of Novaes (2015, 2020), Sousa and Novaes (2013) and Gonçalves and Sousa (2015) on the constitution of teaching subjectivity, and Pimenta and Lima (2011) on internship and teacher training. The following results were noted: there is a considerable effort on the part of the training institution, the internship advisors and the trainees to break down the barriers that limit internship to a technical dimension; the participants in the research have a vision of school as a space for training, experimentation and reflection on teaching in initial teacher training; internship represents a decisive factor for professional choice from the perspective of the participants in the research; the trainees of this research wish to continue in the teaching profession, even though it is not the initial objective outlined in their life projects; there is a need to value the teaching profession as a human dimension in the view of the trainees and that the teaching action, using as methodology the projects had a differential for the trainees in the development of the internship, enabling a rapprochement with the students. It is possible to consider, thus, that the experiences, the actions, the challenges, the relationships and the contexts in which the internships were developed are important elements for the constitution of the subjectivity of the teacher, which happens throughout his formation process, in his experiences and in the relationship with the other.